The Stages in Mobile-Assisted Language Learning Material Development

Mobile language learning is increasingly becoming an integral part of higher education with a wider availability of lightweight handheld devices, which allow ‘anywhere’ and ‘anytime’ learning. This popular medium also implies “complex” stages for the design of suitable and efficient foreign language learning activities [3], [19]. The current paper illustrates this multi-layered process through which MLARG (Mobile Learning in At-Risk Group) project materials were developed. First 81 tourism vocational high school students’ perceptions of English language learning needs, lacks and wants were scrutinized under the theoretical foundations laid by Dudley-Evans and St. John [9]. Then an appropriate and stimulating mobile language learning platform was constructed whereby learners’ positive attitudes, language proficiency and technological literacy would be boosted in lieu of the traditional time-and place-constrained learning practices.